Visual Arts - Sculpture - annotated exemplar level 3 AS91449

Use drawing to demonstrate understanding of conventions appropriate to sculpture (3.2)

Show: All Visual Arts exemplars

Read the STANDARD

 

TKI Visual Arts Assessment Resources

Download all these exemplars and commentary (PDF, 2.9MB)

This annotated exemplar is intended for teacher use only. The student work shown does not always represent a complete sample of what is required. Selected extracts are used, focused on the grade boundaries, in order to assist assessors to make judgements at the national standard.

Low Excellence

Commentary
Student work extract

Student 1 (PDF, 12MB)

For Excellence, the student needs to use drawing to demonstrate in-depth understanding of specific conventions appropriate to sculpture.

This involves critically selecting and fluently applying art making processes, procedures, materials, techniques and conventions, with consideration of their particular characteristics, to achieve a particular outcome.

This student has established a clear architectural object based proposition and investigated a range of appropriate twentieth century and contemporary approaches to this practice. The annotations of appropriate established practice (2) help to ensure the practical investigation is based on appropriate and specific sculptural conventions.

The student explores planar (3), mass (4) and colour (5) conventions using materials appropriate to purpose for each new work. The evaluations of the each project have been used to deepen their understanding of the identified sculptural conventions. This is evident in the more sophisticated nature of the final outcomes (6).

The conceptual scope of the investigation is relatively narrow. This allows the student to show in-depth understanding through critical selection and the fluent application of particular conceptual and technical conventions.

For a more secure Excellence, the student could explore other issues applicable to the identified proposition. For example, conventions of site specificity and scale could be considered through the virtual placement of the outcomes in selected sites using digital montage techniques.

Digital site imagining could be aligned with the student’s initial aims of ‘how creativity can colour and shape the cities we live in today’ (1). This could lead to a deeper understanding of the urban environment proposition.

High Merit

Commentary
Student work extract

Student 2 (PDF, 12MB)

For Merit, the student needs to use drawing to demonstrate understanding of specific conventions appropriate to sculpture.

This involves purposefully selecting and using art making processes, procedures, materials, techniques and conventions, with consideration of their particular characteristics, to achieve a particular outcome.

This student has explored a range of different sculptural conventions with each process responding appropriately to a different conceptual proposition. The conventions include developing a proposition (1), making research notes (2), concept drawing (3) and maquette making (4) (6). The initial animated apple and egg outcomes (4) demonstrate understanding of the specific conventions of object-based sculpture, fabrication materials, and narrative sequencing.

In the second series (6) the student explores a more conceptual approach and selects materials and techniques more suited to the new context. This selection of particular processes and techniques to suit a particular outcome shows understanding of how specific sculptural conventions can be used.

The extensive annotations clearly indicate that both the content and materials of each outcome have been purposefully selected (5). The evaluative nature of these comments (7) shows consideration of how the particular techniques have achieved an intended outcome.

To reach Excellence, the student could more fluently apply processes and procedures. For example, the student identifies that the cracking issues in the cup sculpture (7) distract from the conceptual intention.

A more sustained refinement of either the first (4) or second (6) conceptual approach may have enabled the student to show the in-depth understanding required for Excellence.

Low Merit

Commentary
Student work extract

Student 3 (PDF, 12MB)

For Merit, the student needs to use drawing to demonstrate understanding of specific conventions appropriate to sculpture.

This involves purposefully selecting and using art making processes, procedures, materials, techniques and conventions, with consideration of their particular characteristics, to achieve a particular outcome.

This student has begun with a clearly identified thematic proposition: ‘The perception of beauty’ (1). They then identify sculptural conventions (3) that may be adapted to achieve this thematic intention. 

The student demonstrates understanding of specific conventions in the use of readymade strategies to subvert existing notions of beauty and value. The Barbie (5) as a trophy bride is an appropriate response, acknowledging that humour is a key element in Dada and Pop approaches. The compact work (7) also cleverly undermines the established assumptions in the use of foundation (normally used to improve complexion) to create the opposite effect (Frankenstein like appearance). 

The student uses the convention of modified images and notes to generate concept ideas (2) and visual maquettes (6). 

The extensive annotations show that particular conventions have been used to produce an intended outcome (4). These notes show the student’s understanding of the specific conventions being used.

For a more secure Merit, the student could more fully resolve one of the particular concepts before moving onto the next, often very different, technical approach. For example, the part trophy/part Barbie outcome (5) could have an added dimension by creating a domestic context or adding Ken to infer a narrative aspect.

High Achieved

Commentary
Student work extract

Student 4 (PDF, 13MB)

For Achieved, the student needs to use drawing to demonstrate understanding of conventions appropriate to sculpture.

This involves selecting and using art making processes, procedures, materials, techniques, and conventions with knowledge of their particular characteristics to achieve a particular outcome.

This student has identified four different sculptural approaches to the thematic proposition of ‘racial hierarchy of our community’ (1). Each idea is fabricated (2) (4) (5) (6) as a maquette and then evaluated in terms of its strengths and weaknesses (3) (7).

The student demonstrates an understanding of the specific conventions associated with time based art in the egg sculpture (6) and skin work (5). 

The egg sculpture is the most successful in terms of selecting materials and techniques to communicate a particular idea. The progression of multi-coloured eggs into (almost) all white eggs indicates a sense of homogeneity or ethnic cleansing. The other works lend themselves to multiple interpretations.

To reach Merit, the student could consider integrating the strongest aspects of each work to make outcomes that clearly achieve the stated political intention. For example, the clear whitening symbolism of the egg work (6) could be applied to the human subject (5) to make a more direct link to human society.

For Merit, the student needs to successfully manage specific techniques to communicate particular ideas. The hand sculpture (4) could be viewed as a celebration of diversity rather than comment about racism. This symbolic ambiguity, as well as the technical issues of the mask work (3), needs to be resolved.

Low Achieved

Commentary
Student work extract

Student 5 (PDF, 17MB)

For Achieved, the student needs to use drawing to demonstrate understanding of conventions appropriate to sculpture.

This involves selecting and using art making processes, procedures, materials, techniques and conventions, with knowledge of their particular characteristics, to achieve a particular outcome.

This student has explored a variety of sculptural approaches and conventions related to the idea of ‘nature fighting back against a dominating world’ (1). The student uses conventions of concept drawing (2) and maquette making (4) (5) (6) to generate sculptural outcomes.

The outcomes select and use appropriate materials and techniques within object based (4) (5) and installation approaches (6). The use of found materials adheres to established practice. The organic characteristic of the hot glue (5) (6) is entirely suited to the ‘plant growth’ intention of the work.

For a more secure Achieved, the student could ensure that the use of sculptural materials and techniques are consistently aligned with the Level 3 expectations of the standard. Particularly in the first maquette (4) where the painting of the plant forms could show more care. Secure Achieved submissions move beyond these initial outcomes to show wider, deeper and/or more sustained application of sculptural conventions.

The more complex and sophisticated ideas presented in the concept drawings (2) could also be used to generate outcomes that show greater knowledge of sculptural conventions. For example, the suitcase idea (3) provides opportunity for the student to show knowledge of different technical processes, larger scale, and more complex symbolism.

High Not Achieved

Commentary
Student work extract

Student 6 (PDF, 10MB)

For Achieved, the student needs to use drawing to demonstrate understanding of conventions appropriate to sculpture.

This involves selecting and using art making processes, procedures, materials, techniques, and conventions with knowledge of their particular characteristics to achieve a particular outcome.

This student has generated sculptural outcomes that relate to the idea of man being connected with nature (1). The common strategy has been to combine a human feature (hand or foot) with an organic substance (wood or earth) (3) (4) (7).

The maquettes (3) (4) (7) closely adhere to the ideas generated in the concept drawings (2). The accompanying annotations identify the communicative intention (5) and make appropriate evaluative comments (6).

To reach Achieved, the student could use the evaluative comments (6) to improve the sculptural outcomes. This might enable the student to show appropriate management of sculptural processes, procedures, materials and techniques. The use of these conventions needs to more consistently align with the Level 3 expectations of the standard.

For Achieved, the student also needs to use sculptural materials to successfully achieve a particular conceptual outcome. For example, in the final work (7), the student could include additional images of the hand and soil, with the grass growing taller each time. This would show the use of time based and sequential documentation conventions. It would also clearly communicate the idea of human nurture of the environment.

 
Skip to main page content Accessibility page with list of access keys Home Page Site Map Contact Us newzealand.govt.nz